A pedagogia histórico-crítica no âmbito da educação brasileira

Abstract

The present article aims to present the theoretical and methodological bases of Historical-Critical Pedagogy, not only in its scientific aspects, inserting it within the class struggle. This critical conception of education has been developed by its main systematizer, Dermeval Saviani, since the end of the 1970s, highlighting in the process of its elaboration works such as: Education: from common sense to philosophical consciousness, whose first edition is from 1980 ; School and democracy, published in September, 1983; Historical-Critical Pedagogy: first approaches, published in 1991; Historical-Critical Pedagogy, fortieth year: new approaches, published in 2019, works whose analysis supports the hypothesis that guides the conclusion that PHC falls within the scope of revolutionary pedagogies, instrumentalizing the struggle of the subordinate layers in the context of the socialist transition. It is, as Saviani recognizes, a proposal in development, characterized by the collective work of numerous researchers linked to public and private universities, national and international, which shows its importance for the history of education, especially for the history of Brazilian education.